32436 - Education and Rehabilitation

Learning outcomes

At the end of the course the student: - knows the epistemological reference assumptions to develop the inclusive perspective also with regard to the different cultural contexts of belonging; - knows the main educational, re-educational and rehabilitative reference paradigms; - knows the cultural, theoretical and methodological premises to promote the social inclusion of people and groups with disabilities, with special educational needs and/or living situations of marginality and social exclusion; - knows the historical and evolutionary reference framework related to the main diagnostic classification systems; - knows the main reference models of care and treatment according to a co-evolutive, ecological and systemic perspective; - knows the main models and strategies to promote processes of coping, empowerment, individual, group and community resilience aimed at reducing discomfort and social reintegration; - knows different theories, models and methods of intervention in reference to different types of users; - is able to build a project based on the following assumption: it knows the condition of vulnerability, reduce disadvantages, enhance resources and reorganize in a positive way the life project; - it is able to build aid relationships aimed at promoting processes and strategies of coping, empowerment and resilience in relation to different cultural and origin belonging; - it is able to design and build aid systems according to a perspective of overcoming the logic of emergency and welfare; - it is able to operate and interact with different professions of aid according to a multidimensional, multifactorial and interdisciplinary model; - is able to build models of intervention in synergy with the other actors of the territory; - is able to build training courses of education and rehabilitation aimed at harm reduction and health promotion; - is able to use tools for the observation, verification and evaluation of rehabilitation and rehabilitation interventions; - is able to use the main methodologies to promote ecological communication for the management of individual and group interviews; - is able to launch training courses and personal and group deepening aimed at educational, re-educational and rehabilitation processes.

Course contents

The course aims to investigate and reflect on the main theoretical approaches and methodologies of inclusive perspective, care and treatment of situations and people living in vulnerable conditions; to initiate coping and empowerment strategies, in order to promote an inclusive culture, health promotion and prevention of discomfort, in relation to the contexts of reference.

The training objectives are:
1. The knowledge of the epistemological and methodological premises to develop the inclusive perspective also in relation to the different cultural contexts of belonging.
Specifically: main reference approaches and interweaving between the dimension of education and rehabilitation; cultural, theoretical and methodological premises to promote the social inclusion of people and groups with disabilities and/or who live situations of marginality and social exclusion; educational care and taking charge according to a co-evolutive, ecological and systemic perspective.

2. The implementation and definition of projects and educational and re-educational interventions aimed at harm reduction, development of coping and empowerment strategies, health promotion from an inclusive perspective.
Specifically: the main theoretical and operational approaches that promote coping and empowerment processes, aimed at reducing discomfort and social reintegration; the main theoretical and methodological elements aimed at the design and management of the inclusive intervention; the construction of the life project; networking and collaboration between local services (public and private); care work and networking with other professional profiles; observation, documentation and verification.

The course will be divided into theoretical and design modules

the Statute of Special Pedagogy, the inclusive perspective and the biopsychosocial and educational model;
educational care and care, according to an ecological perspective of human development;
methodologies and tools for the management of the intervention;
role of education in the prevention of discomfort;
the role of mediators;
role of the informal network and services in the prevention of discomfort;
design and management of the educational and rehabilitation intervention.
Content of the training activity

Family, school, social context and education.
Disability, deficit, handicap, discomfort.
Educational intervention in problematic situations.

Readings/Bibliography

S. BESIO, R. CALDIN (a cura di), La pedagogia Speciale in dialogo con altre discipline. Intersezioni, ibridazioni e alfabeti possibili, Guerini, Milano, 2019 (parti da studiare: da pp.21 a pp.66; da pp.151 a pp.175; da pp.219 a pp.243; da pp.315 a pp.325).

DEWEY J. Democrazia e educazione. Una introduzione alla filosofia dell’educazione. A cura di Giuseppe Spadafora Anicia edizioni, 2018 (capitolo 1 e 2 pp.97-121; cap. 7 pp.183-202; cap. 11 pp.245-258)

VISENTIN S., FRISO V., DAINESE R., Progetti per la vita. Transizioni, quotidianità didattiche, orientamenti, Franco Angeli, Milano, 2025 (only cap. FRISO)

Teaching methods

The teaching method will involve lectures, meetings with privileged witnesses (the calendar of which will be communicated through a notice on the teacher's website), illustration of cases, exercises.

The methodology of the course includes an alternation of theoretical and experiential moments, group and individual work, together with the viewing of films and/or film documents and, as mentioned above, the meeting with privileged witnesses who have known/studied the conditions of vulnerability, disability and social discomfort.

Assessment methods

The assessment test consists of a paper/project that will take place in the classroom. Such a paper requires in-depth study of the texts in the syllabus. Each student/student will be given an outline to follow to draft the paper/project. The test will last 1 hour and will have open-ended questions. Since the test will be argumentative and not summarizing in nature, it will be possible to consult reference texts during the exam.

The final grade for the exam will be given in thirtieths (max. 30 cum laude).

To take the exam, students must register on AlmaEsami.

The evaluation criteria are as follows:

the congruence and completeness of the answers;
the critical reworking of the topics covered;
the correctness of the written language;
the reference to the plurality of bibliographic and sitographic sources, the completeness and feasibility of the project.

Translated with DeepL.com (free version)

Teaching tools

Students with learning disorders and\or temporary or permanent disabilities: please, contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students ) as soon as possible so that they can propose acceptable adjustments. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, taking into account the teaching objectives.

Office hours

See the website of Valeria Friso